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Agreeing to Agree: A Response to Dempsey's Commentary on the Reported Prevalence by Australian Special Educators of Evidence-Based Instructional Practices

Published online by Cambridge University Press:  02 March 2012

Mark Carter ,
Jennifer Stephenson  and
Iva Strnadová
Mark Carter*
Affiliation:
Macquarie University, Australia. [email protected]
Jennifer Stephenson
Affiliation:
Macquarie University, Australia.
Iva Strnadová
Affiliation:
University of New South Wales, Australia.
*
*Address for correspondence: Mark Carter, Macquarie University Special Education Centre, Macquarie University, NSW 2109, Australia.
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Abstract

Dempsey (this issue) has provided a commentary on our study (Carter, Stephenson, & Strnadová, 2011) examining the reported rates of use of instructional practices by Australian special educators. Examining this commentary, it is evident that on many issues we are on the same page and agree on many of the fundamental conclusions to be drawn from the study. Nevertheless, Dempsey did express concern regarding several aspects of the reporting of the study, which were suggested to have the ‘potential to mislead’ readers. In essence, these criticisms revolve around four substantive points and these will each be addressed.

Keywords

evidence-based practicesimplementationteacher development
Type
Response
Information
Australasian Journal of Special Education , Volume 35 , Issue 2 , 01 December 2011 , pp. 226 - 229
Copyright
Copyright © Cambridge University Press 2011

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